This Community Audit Tool was developed to assist local education, community and cultural leaders in assessing the status of arts education in their schools and school districts, and to encourage community partnerships to strengthen and expand arts education for all students. In addition to encouraging serious evaluation, it also encouraged conversation and community planning in support of arts education.

The Community Audit Resource Assessment was
developed as a companion piece to the CommunityAudit, and is meant to more thoroughly inventory
the schools’ and community’s arts education
programs and resources. Where the CommunityAudit results in a prioritized list of Next Steps, the Assessment provides deeper insight into the
resources—or lack thereof—available to put those Next Steps into action.

This report looked at the following questions in relation to Cultural Inclusion, namely: 1. What is meant by arts participation and cultural inclusion?;
2. Why does participation in the arts and cultural inclusion matter?
In particular, how does it contribute to social cohesiveness?
3. What are the main barriers to cultural inclusion through participation in
the arts?
4. What policies and measures have been put in place in Ireland to address,
either directly or indirectly, the issues of participation in the arts and cultural
inclusion?
5. Drawing on existing Irish practice and lessons, if any, from elsewhere what
changes can be recommended to improve the contribution of the arts to
cultural inclusion and social cohesion?

This review of the literature on arts-based teaching and learning addressed three broad questions: (1) What are “arts-based teaching and learning” practices? (2) How are arts-based teaching and learning practices implemented? (3) What are the effects of arts-based teaching and learning practices?

This study broadened the normal scope of enquiry to include programmes which focused not only on those “at risk” but those which catered for all children throughout the city of Chigago.

The purpose of the strategy was to share the information we gathered with directors, staff, and funders of arts programs for young people so that they can consider the implications of the findings for their programs for young people; and to explore a strategy for examining other categories of the primary social supports.

This study was undertaken to help the growing but largely disconnected community arts field learn from its most venerable
and successful colleagues. Its focus is exemplary arts-based programs that have had a significant and sustained positive impact on their communities. For the purposes of this inquiry “significant and sustained positive impact” is defined as change leading to
the long-term advancement of human dignity, health and/or productivity. “Long-term” in this context is defined as a minimum of ten years.

This Brief provides examples of arts-based education as a money- and time-saving option for states looking to build skills, increase academic success, heighten standardized test scores, and lower the incidence of crime among general and at-risk populations. It offers examples drawn from states that are utilizing the arts in education and after-school programs, and it provides policy recommendations for states looking to initiate or strengthen arts education programs that improve productivity and foster workforce development.

Surdna’s report provides a formal look at an evaluation of their grant portfolio in the arts. The report includes case studies of several of their grantees, in addition to an analysis of characteristics of promising programs and the impact of the programs on artists and teens

This Report deals with one cycle in the work of Creative Engagement, an initiative of NAPD, the National Association of Principals and Deputy Principals. As the brief history, offered in Chapter 2, reveals, the establishment of an arts sub-committee in NAPD led to the formulation of an arts policy and then, after some impudent fund-raising with two government departments, the commencement of Creative Engagement, a scheme designed to encourage arts initiatives in post-primary schools. Over a period of three years, the response has been astonishing, with a stunning variety of projects from schools of all kinds and all corners of Ireland.

B. Moller and D. West
for The National Association of Principals and Deputy Principals 2008

This is an evaluation of a pilot project run by Music Network as part of the development of a national music education programme which was based in three primary schools and three post-primary schools in South Dublin.

This was a Feasibility Study which was undertaken as a blueprint for making musical education available throughout the country and to people of all ages and ranges of talent. If it is implemented, talented composers and performers will appear; new audiences will materialise to hear them; and our young people will be educated to enjoy a range of experience that will remain with them for life.

These are revised Standards which continue to take note and build on the “National Standards for Arts Education” 1994 which staes that: “All basic subjects, including the arts, require more than mere exposure or access. These standards assume that
students in all grades will be actively involved in comprehensive, sequential programs that include
creating, performing, and producing on the one hand, and study, analysis, and reflection on the other. Both kinds of activities are indispensable elements of a well-rounded education in the arts.”

This review of the literature on arts-based teaching and learning addressed three broad questions:
(1) What are “arts-based teaching and learning” practices?
(2) How are arts-based teaching and
learning practices implemented?
(3) What are the effects of arts-based teaching and learning practices?

This Plan relates to the: Step Right Up – Implementing the Arts and Cultural Stategy for the Fatima Mansions Programme in Dublin. It is concerned with the identification of practical measures necessary to give effect to the 5-Year Arts and Culture Strategy (2006-2010). The overall goal of this Strategy is ‘to create a new and sustainable model of arts provision; to be fully integrated and managed within a community framework’.

A purpose of this Compendium is to recommend to researchers and funders of research promising lines of inquiry
and study suggested by recent, strong studies of the academic and social effects of learning in the arts. A parallel purpose is to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences that are required to achieve those effects.